....أثر استخدام منحى القضايا االجتماعية فى تدريس علم األحياء
(1122 سبتمرب –يوليو ) 93اجمللد -حوليات آداب عني مشس 231
*
80028002
SSI
*
(1122 سبتمرب -يوليو ) 93اجمللد -حوليات آداب عني مشس
بىغعبد اهلل سامل الز
231
The Effect of Using Socioscientific Issues Approach In Teaching
Biology on Socioscientific Issues Decision
Making on 1st Grade Scientific Stream Students
Abdallah Salem El Zoghbi
Abstract
This study aimed to determine the impact of the use of
socioscientific issues orientation in teaching biology on the secondary
scientific stream first grade students' ability to make decisions about
socioscientific issues. To achieve that, the researcher prepared and
development some tools for the study, which included: a pre-test of
knowledge and an open-question sheet focusing on socioscientific
issues in genetics and genetic engineering. The validity and reliability
of the test tools were properly verified. The study community
consisted of first secondary grade students, scientific stream, from Salt
Secondary School for Boys in Salt City in the Hashemite Kingdom of
Jordan, in the first semester of the academic year 2008/2009.
The results of the study pointed to the existence of five types of the
nature of students' decisions, namely: making decisions that include moral
logic of applications containing false statements, making decisions that
include moral logical in a linear logic / formal manner, making decisions
that include moral logic and indicates polemical patterns but it is not an
indication of the high level of controversy, making decisions that include
moral logic which indicate the scientific thinking in a theoretical way, but
in the context of weak existence of the capacity of description in the
attitudes of life, and making decisions that include moral logic using
nonlinear scientific logic / informal.
The results of the study also indicated that teaching using
socioscientific issues orientation has improved the ability of students
to improve their decisions about the socioscientific issues on the
subject of genetics and genetic engineering. In addition, the results
showed that teaching using the socioscientific issues orientation has
contributed to the improvement of student achievement in the
experimental group.
Based on the results of the study, the researcher recommends the need
for attention to the socioscientific oriented issues SSI, by the
reformulation of the science curricula in accordance with this approach.
....أثر استخدام منحى القضايا االجتماعية فى تدريس علم األحياء
(1122 سبتمرب –يوليو ) 93اجمللد -حوليات آداب عني مشس 231
STS Movement (Yager, 1996)
Anderson, 2004
Socioscientific Issues (SSI)
Sormunen and Saari,
2006; King and Kitchener, 2004; Sadler, 2004; Zeidler, 2003
Lee and Abd- EI-Khalick, 2006; Elliott, 2005
(1122 سبتمرب -يوليو ) 93اجمللد -حوليات آداب عني مشس
بىغعبد اهلل سامل الز
231
Driver and Newton and Osborne, 2000;
Kolstø, 2001; Duschl and Osborne, 2002; Sadler, 2004b
Oulton and Dillon and Grace2004
Science Plus
NOS
....أثر استخدام منحى القضايا االجتماعية فى تدريس علم األحياء
(1122 سبتمرب –يوليو ) 93اجمللد -حوليات آداب عني مشس 233
1
8
3
(1122 سبتمرب -يوليو ) 93اجمللد -حوليات آداب عني مشس
بىغعبد اهلل سامل الز
111
(Kind and Taber, 2005; Gray and
....أثر استخدام منحى القضايا االجتماعية فى تدريس علم األحياء
(1122 سبتمرب –يوليو ) 93اجمللد -حوليات آداب عني مشس 112
Bryce, 2006)
Gray and Bryce, 2006
(Ratcliffe and Grace, 2003)
(Osborne, 2000; Turner, 2000)
(Maloney and Simon, 2006)(HCSTC, 2002)
(Maloney and Simon, 2006)
(Norris and Korpan, 2000)
(1122 سبتمرب -يوليو ) 93اجمللد -حوليات آداب عني مشس
بىغعبد اهلل سامل الز
111
Watson and Goldsworthy and
Wood-Robinson, 2000
(Gray and Bryce, 2006)
(Zeidler, 2003)
Hodson, 1998Levinson and Koulouris and
Turner, 2000)
(Sadler and Donnelly, 2006)
(Means and Voss, 1996)
(Sadler, 2004)
(Keselman and Kaufman, 2004)
....أثر استخدام منحى القضايا االجتماعية فى تدريس علم األحياء
(1122 سبتمرب –يوليو ) 93اجمللد -حوليات آداب عني مشس 119
(Sormunen and Saari, 2006)
(Bell,
2003)
(Sormunen and Saari,
2006)
Lee and Abd-EI-Khalick,
2006)
(Maloney and Simon, 2006)(Oulton and Dillon and
Grace, 2004)
(Hodson, 1998)
(Walker and Zeidler, 2007)
(1122 سبتمرب -يوليو ) 93اجمللد -حوليات آداب عني مشس
بىغعبد اهلل سامل الز
112
Formal Reasoning
(Sadler, 2003)
Informal Reasoning
Sandoval, 2005, Sadler, 2003
Formal
(Bell, 2003)
Informal
Osborne and Erduran and Simon, 2004
(McNeil and Lizotte and
Krajcik and Marx, 2006)
(Maloney and Simon, 2006)
(Yang, 2005)
....أثر استخدام منحى القضايا االجتماعية فى تدريس علم األحياء
(1122 سبتمرب –يوليو ) 93اجمللد -حوليات آداب عني مشس 111
(Walker and Zeidler, 2007; Maloney
and Simon, 2006; Lee and Abd-EI-Khalick, 2006)
(Abd-El-Khalick, 2003)
Kolstø, 2001(Hodson, 1998)
(Kolstø, 2001)
(Hodson, 1998)
(1122 سبتمرب -يوليو ) 93اجمللد -حوليات آداب عني مشس
بىغعبد اهلل سامل الز
111
(Means and Voss, 1996)
Wynne, Stewart, and Passmore, 2001
(Sadler, 2005)
Sadler and zeidler, 2005, b
Walker and Zeidler, 2004
(NOS)
8030
(Gray and
Bryce, 2006)
(NRC, 1996)
....أثر استخدام منحى القضايا االجتماعية فى تدريس علم األحياء
(1122 سبتمرب –يوليو ) 93اجمللد -حوليات آداب عني مشس 111
Sadler and Chambers and Zeidler, 2004(Ravetz,
1997)
Sadler and Chambers and Zeidler,
2004
Zeidler and Walker and Ackett and Simmons, 2002
Walker and Zeidler, 2007
Bell and Lederman, 2003
(Kolstø, 2001)
(1122 سبتمرب -يوليو ) 93اجمللد -حوليات آداب عني مشس
بىغعبد اهلل سامل الز
111
Sadler and Donnelly, 2006
(Sadler and zeidler, 2005,a; Sadler and zeidler, 2004,
a)
(Gray and Bryce,
2006; Ravetz, 1997)
(Sadler and zeidler, 2005,a; Sadler and
zeidler, 2004, a; Bell and Lederman, 2003)
(Sadler and zeidler, 2005,a)
(Sadler and zeidler,
2004, a)
(Cuaron and
Barraza, 2004)
1
80028002820
7
....أثر استخدام منحى القضايا االجتماعية فى تدريس علم األحياء
(1122 سبتمرب –يوليو ) 93اجمللد -حوليات آداب عني مشس 113
2
82
80
18
3
80
0822
0880800
82
(1122 سبتمرب -يوليو ) 93اجمللد -حوليات آداب عني مشس
بىغعبد اهلل سامل الز
121
(Sadler, 2005; Bryant and La Velle,
2003; Oztuk, 2001; Dawson, 1996)
1
8
3 (Deductive Analysis)
2
....أثر استخدام منحى القضايا االجتماعية فى تدريس علم األحياء
(1122 سبتمرب –يوليو ) 93اجمللد -حوليات آداب عني مشس 122
0
(Stability)
(1122 سبتمرب -يوليو ) 93اجمللد -حوليات آداب عني مشس
بىغعبد اهلل سامل الز
121
1
8 Formal
3
....أثر استخدام منحى القضايا االجتماعية فى تدريس علم األحياء
(1122 سبتمرب –يوليو ) 93اجمللد -حوليات آداب عني مشس 129
2
0
Informal
(1122 سبتمرب -يوليو ) 93اجمللد -حوليات آداب عني مشس
بىغعبد اهلل سامل الز
122
Formal
....أثر استخدام منحى القضايا االجتماعية فى تدريس علم األحياء
(1122 سبتمرب –يوليو ) 93اجمللد -حوليات آداب عني مشس 121
(1122 سبتمرب -يوليو ) 93اجمللد -حوليات آداب عني مشس
بىغعبد اهلل سامل الز
121
Informal
....أثر استخدام منحى القضايا االجتماعية فى تدريس علم األحياء
(1122 سبتمرب –يوليو ) 93اجمللد -حوليات آداب عني مشس 121
2182
00
283
00
2182
283
1
(1122 سبتمرب -يوليو ) 93اجمللد -حوليات آداب عني مشس
بىغعبد اهلل سامل الز
121
1
02182200
20002182
12831283
0000
0000
1810018100
80
0283
1282
283
....أثر استخدام منحى القضايا االجتماعية فى تدريس علم األحياء
(1122 سبتمرب –يوليو ) 93اجمللد -حوليات آداب عني مشس 123
80
3383
80
283
8
2
3801283
70283380
8128223383
00380
001283
1810018100
(1122 سبتمرب -يوليو ) 93اجمللد -حوليات آداب عني مشس
بىغعبد اهلل سامل الز
111
18
Formal
3
3
14.75 15.83 12 12
1.960 2.290
15.33 18.42 12 12
2.640 2.875
15.04 17.13 24 24
2.293 2.864
2
....أثر استخدام منحى القضايا االجتماعية فى تدريس علم األحياء
(1122 سبتمرب –يوليو ) 93اجمللد -حوليات آداب عني مشس 112
4
38.056 1 38.056 5.403 0.030
147.92721 7.044
7,227.000 24
188.625 23
2
08203
0800
1
(1122 سبتمرب -يوليو ) 93اجمللد -حوليات آداب عني مشس
بىغعبد اهلل سامل الز
111
8 Formal
3
2
0
Informal
2182
00
80283
002182
....أثر استخدام منحى القضايا االجتماعية فى تدريس علم األحياء
(1122 سبتمرب –يوليو ) 93اجمللد -حوليات آداب عني مشس 119
Informal
(Sandoval, 2005)
Informal Reasoning
0283
80
283283
1282
3383
(1122 سبتمرب -يوليو ) 93اجمللد -حوليات آداب عني مشس
بىغعبد اهلل سامل الز
112
Test OrientedTask Oriented
80
....أثر استخدام منحى القضايا االجتماعية فى تدريس علم األحياء
(1122 سبتمرب –يوليو ) 93اجمللد -حوليات آداب عني مشس 111
283
(1122 سبتمرب -يوليو ) 93اجمللد -حوليات آداب عني مشس
بىغعبد اهلل سامل الز
111
Yang & Anderson, 2003
Informal
Reasoning
Formal Reasoning
(Sadler and Donnelly, 2006)
....أثر استخدام منحى القضايا االجتماعية فى تدريس علم األحياء
(1122 سبتمرب –يوليو ) 93اجمللد -حوليات آداب عني مشس 111
Kolstø, 2001
Oulton and Dillon and Grace, 2004
(1122 سبتمرب -يوليو ) 93اجمللد -حوليات آداب عني مشس
بىغعبد اهلل سامل الز
111
(Zeidler, 2003)
Oulton and Dillon and Grace, 2004
(Willmott and Welens, 2004)
(Bryant and La Velle, 2003)
....أثر استخدام منحى القضايا االجتماعية فى تدريس علم األحياء
(1122 سبتمرب –يوليو ) 93اجمللد -حوليات آداب عني مشس 113
Sadler,
2005
(Kolstø, 2001)
Sadler,
2005
(Sormunen and Saari, 2006)
(1122 سبتمرب -يوليو ) 93اجمللد -حوليات آداب عني مشس
بىغعبد اهلل سامل الز
191
(Means and Voss, 1996)
(Sadler and Donnelly, 2006)
(Sadler, 2005)
(Sadler and zeidler, 2005,b)
(Walker and Zeidler, 2004)
(Wynne,
Stewart, and Passmore 2001)
SSI
SSI
....أثر استخدام منحى القضايا االجتماعية فى تدريس علم األحياء
(1122 سبتمرب –يوليو ) 93اجمللد -حوليات آداب عني مشس 192
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....أثر استخدام منحى القضايا االجتماعية فى تدريس علم األحياء
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